In this study, the factors affecting mathematics teachers’ problem posing processes involving real-life contexts were examined in depth. The study aims to reveal the difficulties teachers face in the problem posing process, the strategies they use, and the cognitive, pedagogical and contextual factors that are effective in this process. Qualitative research method was adopted in the study and semi-structured interviews were conducted with teachers during the data collection process. The data obtained were analyzed and the main factors shaping teachers’ problem posing processes were identified. The findings of the study reveal the effects of teachers’ tendency to associate real-life contexts with course content, their experiences and professional knowledge on the problem posing process. In addition, the role of teachers in guiding and structuring the problem posing process by taking into account the needs of students and guiding students through the outcomes and explanations in the mathematics curriculum also comes to the fore. The obtained results emphasize the importance of professional development programs that include practical trainings, workshops, and interactive learning environments based on experience sharing among teachers in order to improve mathematics teachers’ problem posing skills related to real-life; in this direction, it offers various suggestions for teacher education.